What is the Outline of Dual Base Requirements and Competencies in Primary Mathematics?

The double base in the syllabus: basic knowledge and basic ability.

And the two abilities are logical thinking ability and logical reasoning ability, respectively.

Shuangji is a high-level generalization and abbreviation of two concepts or words with the word "base", which is often given specific meanings in different historical periods, different occasions and different disciplines.

What does it mean to have a mobile phone and two abilities in the syllabus, which are particularly big and pottery?

What is the difference between calculation and conjugation in the syllabus? The syllabus of double-click, double-click, double-click, and both abilities need to be mastered.

The teaching of problem solving is rich in connotation, and how to make students like it is the problem we are currently facing. How to do a good job in primary school mathematics problem-solving teaching experience in the "Basic Education Curriculum Reform Outline" pointed out: change the implementation of the curriculum too much emphasis on learning, rote memorization, mechanical training of the status quo, advocate students to take the initiative to participate, willing to work, diligent hands-on, cultivate students' ability to collect and process information.

That is, what are the business opportunities and the secretion of the two abilities in the outline? If this triangle closes up green, you will be sold at the top of the bed.

Dual-base teaching, that is, the teaching of basic knowledge and basic skills. As an educational idea or teaching theory, the double-base teaching theory can be regarded as based on:"Basic knowledge and basic skills"The core idea of the teaching-oriented teaching theory system is to pay attention to the teaching of basic knowledge and basic skills. It first advocated a so-called dual-base teaching model, and we will start with the double-base teaching model.

What are the two abilities in the syllabus?

Make your phone number none of that.

Language knowledge: words, words, sentences, articles; Language skills: listening, speaking, reading and writing.

"Double-base theory" was elaborated as a curriculum theory, and it was earlier expounded by Professor Dong Yuanqian of the Department of Education of Hangzhou University. In his monograph "Theory of Teaching" (1984 edition), he devoted a special section to expounding on the "double-base theory", holding that "in the long-term process of formation, the double-base theory draws nourishment from China's experience in educational reform and useful foreign experience, and constantly enriches and enriches its own content, and it is a theory full of vitality."

The double-base theory has played an important role in compiling good teaching materials, strengthening double-base teaching, and improving the quality of education." "There are three bases for the theory of double bases, namely: the purpose of education in our country and the tasks of primary and secondary schools; practical experience in education and teaching; The Laws of Teaching".

Basic knowledge and basic abilities, that's right.

The double base is bai is du

Refers to the basic knowledge and knowledge.

DAO basic.

Licensing power.

Basic knowledge and basic skills training.

According to relevant research materials, since the founding of the People's Republic of China, the development of basic education in China has generally gone through four stages: First.

The genus stage is the stage of emphasizing "double base" (basic knowledge and basic skills training), that is, focusing on mastering basic knowledge and forming basic skills. This phase lasted about 30 years, from 1949 to 1979. The second stage is the stage of emphasizing intelligence, that is, emphasizing the development of intelligence and the cultivation of ability.

This phase lasted only 4 years, from 1979 to 1982The third stage is the stage of attaching importance to non-intellectual factors, and combining non-intellectual factors with the development of intelligence and the cultivation of abilityThis phase lasted about 7 years, from 1983 to 1989.

The fourth stage is the stage of strengthening quality education, that is, fundamentally overcoming the drawbacks of traditional education and gradually realizing the transition from "examination-oriented education" to quality education. This stage began in the late 80s and early 90s, and is now in the stage of comprehensive transformation.

Bi-base refers to basic knowledge and basic skills. Biji is a term commonly used in mathematics education in China.

First, after the compulsory education stage, it provides students with a higher level of mathematical foundation for adapting to modern life and future development, so that they can obtain higher mathematical literacy;

Second, to provide students with the necessary mathematical preparation for further study. On the one hand, it is necessary to continue to carry forward the tradition of China's mathematics teaching, which has always attached importance to the teaching of basic knowledge, basic skills training and ability training, and on the other hand, it is necessary to re-examine the connotation of "double base" and form a new "double base" that meets the requirements of the times.

The basics. The definition of basic skills should lie in its foundation and development, and the various types of test questions, supplementary practice questions, and problem-solving routines that are derived from the boundless are not the connotation of basic knowledge and basic skills.

With the development of society and the progress of science and technology and the advent of the information society, the understanding of "double base" should have a new understanding and positioning, and it should be given a richer and more characteristic connotation of the times, and the basic knowledge and basic skills should keep pace with the times, and the basic knowledge and basic skills of the 50s of the 20th century should not be used to require students in the 21st century.

The specific goal of the "double base" in the new curriculum standards is to "acquire the necessary basic knowledge and skills of mathematics, understand the essence of basic mathematical concepts and conclusions, understand the background and application of concepts and conclusions, and experience the mathematical ideas and methods contained therein, as well as their role in subsequent learning." ”The new curriculum concept requires that, on the basis of carrying forward the tradition, we should understand the "double base" of mathematics according to the development of the times, keep pace with the times, and overcome the tendency of "double base alienation".

"Double base" teaching originated in the 50s of the 20th century, and was vigorously developed from the 60s to the 80s, and was constantly enriched and improved after the 80s. **The process of double-base teaching, fundamentally speaking, should examine the syllabus, because Chinese teaching has always been based on the syllabus, and the content of the double-base is determined by the syllabus, and the double-base teaching can be said to be syllabus-oriented.

The evolution of the knowledge and skills requirements in the syllabus is also the formation trajectory of the dual-base teaching theory, which is rooted in the syllabus and strengthened with the continuous improvement of the syllabus's requirements for the dual-base teaching.

The double-base requirement is a teaching theory system based on the teaching of "basic knowledge and basic skills", and the core idea is to attach importance to the teaching of basic knowledge and basic skills.

It is required to combine specific examples to feel and learn the basic ideas of algorithms; program frameworks and basic algorithm languages for learning and experiencing algorithms; Bring the thinking and methods of algorithms to the relevant content of high school mathematics.

The main teaching goal is to pursue the memorization and mastery of basic knowledge, the practice and proficiency of basic skills, so that students can acquire solid basic knowledge, proficient basic skills and high subject ability.

The four bases refer to: basic knowledge, basic skills, basic thinking methods and basic mathematical activity experience. Emphasizing the four bases does not mean that the teaching of each knowledge must be designed according to the "four basics" item and is indispensable.

Taking "9 plus a few" as an example, the goal of the double base is to enable students to correctly calculate the problem of 9 plus a few with the "method of making up ten". When understanding the method of making up the ten methods, students are guided to use methods such as swinging small sticks and dialing counters, which is to achieve students' deep understanding of knowledge with the help of mathematical activity experience.

Basic knowledge, basic skills, basic thinking methods, and basic experience with mathematical activities.